查詢結果分析
來源資料
頁籤選單縮合
題名 | 花蓮縣國中小學學習障礙學生歸因型態之調查研究= |
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作者 | 鄭立瑋; 林坤燦; Chen, Li-wei; Lin, Kun-tsan; |
期刊 | 東臺灣特殊教育學報 |
出版日期 | 20101200 |
卷期 | 12 2010.12[民99.12] |
頁次 | 頁127-154 |
分類號 | 529.69 |
語文 | chi |
關鍵詞 | 歸因; 學習障礙; Attribution; Learning disability; |
中文摘要 | 本研究主要探討國中小學習障礙學生之歸因型態,並分析瞭解不同背景變項與歸因型態間的相關,進一步比較學障與一般生在歸因型態上的異同。研究者自編「國民中小學學生歸因型態調查問卷」,以花蓮縣國中小學障生148 人、一般生255人為研究樣本,進行問卷調查,研究結果如下: 一、花蓮縣國中小學習障礙學生的歸因型態 (一)花蓮縣國中小學習障礙學生在整體歸因型態方面,較趨向「努力」、「內控」與「不穩定」歸因。 (二)花蓮縣國中小學障生對於發生的正向事件結果解釋偏向「努力」、「內控」與「不穩定」歸因。 (三)花蓮縣國中小學障生對於發生的負向事件結果解釋偏向「內控」與「穩定」歸因。 二、不同背景變項之花蓮縣國中小學習障礙學生的歸因型態 (一)不同性別之花蓮縣國中小學習障礙學生在歸因型態無顯著差異。 (二)不同家庭社會經濟地位之花蓮縣國中小學習障礙學生在歸因型態無顯著差異。 (三)不同教育安置之花蓮縣國中小學習障礙學生在歸因型態無顯著差異。 (四)不同學校規模之花蓮縣國中小學習障礙學生在歸因型態有顯著差異。 (五)不同教育階段之花蓮縣國中小學習障礙學生在歸因型態有顯著差異。 三、花蓮縣國中小學習障礙與一般學生歸因型態之差異情形 (一)花蓮縣國中小學習障礙與一般生在整體歸因型態上有顯著差異:國中小學障生比國中小一般生趨向「運氣」與「工作難度」歸因。 (二)國中小學障生比國中小一般生對於發生的正向事件結果解釋偏向「運氣」、「工作難度」、「外控」與「穩定」歸因。 (三)國中小學障生比國中小一般生對於發生的負向事件結果解釋偏向「能力」、「運氣」、「工作難度」、「外控」與「穩定」歸因。 |
英文摘要 | The purpose of this study is to explore attribution patterns of students with learning disabilities in Hualien elementary and junior high schools. The research analyzed the relationship between attribution patterns and various background variables, and furthermore it compared the difference of attribution patterns between students with learning disabilities(LD) and nonlearning-disabled(NLD) students. The instrument used in this study was self-made “Attribution Patterns Questionnaire for elementary and junior high school students." The sample consists of 148 students with learning disabilities and 255 nonlearning-disabled students from Hualien elementary and junior high schools. The major findings are as following. A. The attribution patterns of students with learning disabilities in Hualien elementary and junior high schools a. Students with LD in Hualien elementary and junior high schools displayed a greater tendency to use effort, internal, and unstable factors. b. Students with LD in Hualien elementary and junior high schools displayed a greater tendency to use effort, internal, and unstable factors in positive events. c. Students with LD in Hualien elementary and junior high schools displayed a greater tendency to use internal and stable factors in negative events. B. The attribution patterns of students with learning disabilities in Hualien elementary and junior high schools in different background variables a. There is no significant difference between genders. b. There is no significant difference among socioeconomic status. c. There is no significant difference between educational placements. d. There is significant difference among school scales. e. There is significant difference between educational stages. C. The difference attribution patterns between students with LD and NLD in Hualien elementary and junior high schools a. There is significant difference between students with LD and NLD. Students with LD displayed a greater tendency to use luck and task difficulty factors than NLD. b. Students with LD displayed a greater tendency to use luck, task difficulty, external, and stable factors than NLD in positive events. c. Students with LD displayed a greater tendency to use ability, luck, task difficulty, external, and stable factors than NLD in negative events. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。